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Culture > People
and the Land
People
and the Land of Denali National Park: National
Education Standards
Detailed
National
Social Studies Standards: (see
Activities Legend)
return to generalized social
studies standards
I: Culture
Early Grades:
[2, 3, 4, FA]
a) explore and
describe similarities and differences in the ways groups,
societies, and cultures address similar human needs and concerns;
2, 3, 4, FA
d) compare
ways in which people from different cultures think about and
deal with their physical environment and social conditions;
4, FA
e) give examples
and describe the importance of cultural unity and diversity
within and across groups; 3, 4, FA
Middle Grades: [2,
3, 4, FA]
a) compare similarities
and differences in the ways groups, societies, and cultures
meet human needs and concerns; 2, 3, 4, FA
d) explain why
individuals and groups respond differently to their physical
and social environments and/or changes to them on the basis
of shared assumptions, values, and beliefs; 3, 4, FA
e) articulate the
implications of cultural diversity, as well as cohesion, within
and across groups; 4, FA
High School: [1,
2, 3, 4, FA]
a) analyze and
explain the ways groups, societies, and cultures address human
needs and concerns; 2, 3, 4, FA
d) compare and
analyze societal patterns for preserving and transmitting
culture while adapting to environmental or social change;
4, FA
e) demonstrate
the value of cultural diversity, as well as cohesion, within
and across groups; 3, 4, FA
g) construct reasoned
judgments about specific cultural responses to persistent
human issues; 1, 2, 3, FA
II: Time, Continuity,
and Change
Early Grades: [2,
3, 4, FA]
b) demonstrate
an ability to use correctly vocabulary associated with time
such as past, present, future, and long ago; read and construct
simple timelines; identify examples of change; and recognize
examples of cause and effect relationships; 4, FA
c) compare and
contrast different stories or accounts about past events,
people, places, or situations, identifying how they contribute
to our understanding of the past; 3, 4, FA
d) identify and
use various sources for reconstructing the past, such as documents,
letters, diaries, maps, textbooks, photos, and others; 3,
4, FA
e) demonstrate
an understanding that people in different times and places
view the world differently; 2, 3, 4, FA
f) use knowledge
of facts and concepts drawn from history, along with elements
of historical inquiry, to inform decision making about and
action-taking on public issues 3
Middle Grades: [3,
4, FA]
a) demonstrate
an understanding that different scholars may describe the
same event or situation in different ways but must provide
reasons or evidence for their views; 3, 4
b) identify and
use key concepts such as chronology, causality, change, conflict,
and complexity to explain, analyze, and show connections among
patterns of historical change and continuity; 3, 4, FA
d)identify and
use processes important to reconstructing and reinterpreting
the past, such as using a variety of sources, providing, validating,
and weighing evidence for claims, checking credibility of
sources, and searching for causality; 4, FA
e) develop critical
sensitivities such as empathy and skepticism regarding attitudes,
values, and behaviors of people in different historical contexts;
3, 4, FA
High School: [3,
4, FA]
b) apply key concepts
such as time, chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among
patterns of historical change and continuity; 3, 4, FA
d) systematically
employ processes of critical historical inquiry to reconstruct
and reinterpret the past, such as using a variety of sources
and checking their credibility, validating and weighing evidence
for claims, and searching for causality; 4, FA
e) investigate,
interpret, and analyze multiple historical and contemporary
viewpoints within and across cultures related to important
events, recurring dilemmas, and persistent issues, while employing
empathy, skepticism, and critical judgment; FA
III: People,
Places, and Environments
Early Grades:
[1, 3, FA]
g) describe how
people create places that reflect ideas, personality, culture,
and wants and needs as they design homes, playgrounds, classrooms,
and the like; 3
h) examine the
interaction of human beings and their physical environment,
the use of land, building of cities, and ecosystem changes
in selected locales and regions; 1, 3, FA
j) observe and
speculate about social and economic effects of environmental
changes and crises resulting from phenomena such as floods,
storms, and drought; 3
Middle Grades: [1,
3, 4, FA]
g) describe how
people create places that reflect cultural values and ideals
as they build neighborhoods, parks, shopping centers, and
the like; 3
h) examine, interpret,
and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission
of customs and ideas, and ecosystem changes; 3, 4, FA
i) describe ways
that historical events have been influenced by, and have influenced,
physical and human geographic factors in local, regional,
national, and global settings; 3, 4, FA
j) observe and
speculate about social and economic effects of environmental
changes and crises resulting from phenomena such as floods,
storms, and drought; propose, compare, and evaluate alternative
uses of land and resources in communities, regions, nations,
and the world 1, 3
High School: [1,
3, 4, FA]
i) describe and
assess ways that historical events have been influenced by,
and have influenced, physical and human geographic factors
in local, regional, national, and global settings; 1, 3,
4, FA
j) analyze and
evaluate social and economic effects of environmental changes
and crises resulting from phenomena such as floods, storms,
and drought; 1
IV: Individual Development
and Identity
Early Grades:
[1, 3]
b) describe personal
connections to place — especially place as associated with
immediate surroundings; 1, 3
e) identify and
describe ways family, groups, and community influence the
individual's daily life and personal choices; 1
h) work independently
and cooperatively to accomplish goals; 3
Middle Grades: [1,
3]
b) describe personal
connections to place — as associated with community, nation,
and world; describe the ways family, gender, ethnicity, nationality,
and institutional affiliations contribute to personal identity;
1, 3
h) work independently
and cooperatively to accomplish goals 3
High School: [2,
3, 4, FA]
a) articulate personal
connections to time, place, and social/cultural systems; 2
c) describe the
ways family, religion, gender, ethnicity, nationality, socioeconomic
status, and other group and cultural influences contribute
to the development of a sense of self; 2
e) examine the
interactions of ethnic, national, or cultural influences in
specific situations or events; 4, FA
h) work independently
and cooperatively within groups and institutions to accomplish
goals; 3
- V: Individuals,
Groups, and Institutions
Early Grades:
[2]
b) give examples
of and explain group and institutional influences such as
religious beliefs, laws, and peer pressure, on people, events,
and elements of culture; 2
Middle Grades: [2]
b) analyze group
and institutional influences on people, events, and elements
of culture; 2
High School: [2,
3, 4, FA]
b) analyze group
and institutional influences on people, events, and elements
of culture in both historical and contemporary settings; 4
g) analyze the
extent to which groups and institutions meet individual needs
and promote the common good in contemporary and historical
settings; 2, 3, 4, FA
VII: Production,
Distribution, and Consumption
Early Grades:
[1, 2, 3]
a) give examples
that show how scarcity and choice govern our economic decisions;
1, 3
b) distinguish
between needs and wants; 1, 2, 3
c) identify examples
of private and public goods and services; 2, 3
Middle Grades:
c) explain the
difference between private and public goods and services;
2, 3
National
Geography Standards: (see
Activities Legend)
return to generalized geography
standards
Element 1: The World
in Spatial Terms [1,
3, 4, FA]
1) How to use maps
and other geographic representations, tools, and technologies
to acquire, process, and report information from a spatial perspective;
1, 3
2) How to use mental
maps to organize information about people, places, and environments
in a spatial context;3, 4, FA
Element 2: Places and
Regions [2, 3, 4, FA]
1) The physical and
human characteristics of places; 3, 4, FA
3) How culture and
experience influence people's perceptions of places and regions;
2, 3, 4, FA
Element 4: Human Systems
[1, 2, 3, 4, FA]
1) The characteristics,
distribution, and migration of human population on earth's surface;
1, 3, 4, FA
4) The processes,
patterns, and functions of human settlement;1, 2, 3, 4, FA
Element 5: Environment
and Society [1,
3, 4, FA]
1) How human actions
modify the physical environment; 3
2) How physical systems
affect human systems; 1, 3, 4, FA
Element 6: The Uses
of Geography [4,
FA]
1) How to apply geography
to interpret the past; 4, FA
National
English Standards: (see
Activities Legend)
return to generalized English standards
1: Reading for perspective
- Students read a wide range of print and nonprint texts to build
an understanding of texts, of themselves, and of the cultures of
the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and
for personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works. 3, 4, FA
2: Understanding the
human experience - Students read a wide range of literature
from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience. 3, 4, FA
3:
Evaluation strategies - Students apply a wide range of
strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other
texts, their word identification strategies, and their understanding
of textual features (e.g., sound-letter correspondence, sentence
structure, context, graphics). 3, 4, FA
7: Evaluating data
- Students conduct research on issues and interests by generating
ideas and questions, and by posing problems. They gather, evaluate,
and synthesize data from a variety of sources (e.g., print and nonprint
texts, artifacts, people) to communicate their discoveries in ways
that suit their purpose and audience. 4
National
History Standards: (see
Activities Legend)
return to generalized history standards
Grades K-4
- Topic 1: Living
and working together in families and communities, now and long
ago [2,
3, 4, FA]
Standard 1: The student
understands family life now and in the recent past; family life
in various places long ago.
1A: The student
understands family life now and in the recent past; family
life in various places long ago. 2, 3, 4, FA
Topic 2: The History
of Students’ Own State or Region [Alaska only: 3, FQ4, FA]
Standard 3:
The people, events, problems, and ideas that created the history
of their state.
3A: The student
understands the history of indigenous peoples who first lived
in his or her state or region Alaska only: 3, 4, FA
3C:
The student understands the various other groups from regions
throughout the world who came into the his or her own state
or region over the long-ago and recent past. Alaska only:
3, 4, FA
3D: The student
understands the interactions among all these groups throughout
the history of his or her state. Alaska only: 3, 4, FA
Grades 5-12
- Era 8 A Half-Century
of Crisis and Achievement 1900-1945 [3, 4, FA]
Standard 1: Reform,
revolution, and social change in the world economy of the early
century 3, 4, FA
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